AMS Spring Science Club 2016
Week 1: Static Electricity Experiments
For our first activity we learned how atoms are made up of three kinds of particles: protons and neutrons (in the nucleus) and electrons (orbiting around the outside of the atom). The protons and neutrons can only be disturbed by a nuclear reaction (like an atom bomb). We decided to save that for another day; instead, we explored ways to "rip off" the electrons from atoms- such as by using a Van de Graaf Generator, or by rubbing a balloon on our head.
Using the electrostatic repulsion of the "charged" balloon, we were able to levitate some small objects made from cut up grocery bags. Check out the video below!
Using the electrostatic repulsion of the "charged" balloon, we were able to levitate some small objects made from cut up grocery bags. Check out the video below!
Week 2: Dry Ice Investigations
Students watched some demonstrations with dry ice, and then carried out several investigations on their own. Dry ice is simply carbon dioxide gas that has been condensed into a solid form. As a solid this is -110° F. When dry ice is exposed to room temperature conditions, it doesn't "melt" to become a liquid. Instead, it "sublimes", turning directly from solid to gas.
Week 3: Electricity, Magnets and Motors
Students learned a little history about the beginnings of the science of electricity. We learned that Hans Orsted and Michael Faraday first made the connection between electricity and magnetism, and Faraday figured out how to use this connection to make an electromagnetic motor that could be turned on and off.
Using these ideas, students constructed a very simple motor using a D battery, some copper wire, and a magnet. In the first video below you can see some of the students at work. The second video shows how to build this motor.
Using these ideas, students constructed a very simple motor using a D battery, some copper wire, and a magnet. In the first video below you can see some of the students at work. The second video shows how to build this motor.
Week 4: Electrolysis (Breaking Water Molecules)
Have you ever broken anything REALLY old? Students shared some personal examples from their rich experience in destruction of valuable property (usually belonging to parents or grandparents).
Our task in today's class was to "break" some items that could be 5 BILLION years old: namely water molecules. (Water molecules would have formed in the same cloud of star dust that condensed to create our Solar System.)
We used the process of electrolysis to break water molecules by running a weak electric current between two graphite electrodes in a container of water. Students used test tubes to capture the resulting hydrogen and oxygen gas. (Here is a youtube link to my directions.) By holding a hydrogen-filled test tube over a candle flame, we were able to observe a small explosion as the hydrogen recombined with oxygen in the atmosphere . . . creating BRAND NEW WATER!
As students discovered from watching a video of the explosion of the Hindenburg, hydrogen is very flammable. Fortunately our test tubes made a slightly smaller fireball!
Our task in today's class was to "break" some items that could be 5 BILLION years old: namely water molecules. (Water molecules would have formed in the same cloud of star dust that condensed to create our Solar System.)
We used the process of electrolysis to break water molecules by running a weak electric current between two graphite electrodes in a container of water. Students used test tubes to capture the resulting hydrogen and oxygen gas. (Here is a youtube link to my directions.) By holding a hydrogen-filled test tube over a candle flame, we were able to observe a small explosion as the hydrogen recombined with oxygen in the atmosphere . . . creating BRAND NEW WATER!
As students discovered from watching a video of the explosion of the Hindenburg, hydrogen is very flammable. Fortunately our test tubes made a slightly smaller fireball!
Week 5: Collecting DNA
Students learned a few of the basics about how our cells contain copies an amazing molecule called Deoxyribonucleic Acid (DNA), which contains the directions for making our bodies. Each cell contains enough DNA to make a strand about 6 feet long (although too thin to see with the naked eye). We watched a couple short videos explaining how DNA is copied (transcribed) in order to make duplicates every time the body creates new cells. This amazing process involves mind-blowing molecular machines. Scroll down to see these videos.
Students collected cells from their mouths, then used some chemicals to
1. Break open the cells and nuclei
2. Dissolve the protein "spools" on which the DNA strands are wound up
3. Cause the DNA strands to clump together so that they are visible.
Students then transferred their DNA into containers to keep as a souvenir.
Students collected cells from their mouths, then used some chemicals to
1. Break open the cells and nuclei
2. Dissolve the protein "spools" on which the DNA strands are wound up
3. Cause the DNA strands to clump together so that they are visible.
Students then transferred their DNA into containers to keep as a souvenir.
Week 6: Airsurfing part 1- Tumblewings and Spinny Bugs
We have begun a 3-week series on Air Surfing (also called "Walk-along Gliders"). This is a way to make almost magical gliders that ride like a surfer on a wave of air. We will work our way from easy projects up to more difficult.
In the beginning stages, students walk behind the glider with a large flat pasteboard to deflect air up toward the glider. When we reach more advance levels, some students will fly their gliders using air deflected only from their hands, and perhaps even using air deflected from their forehead!
For more information about Walk-along Gliders and many other fun and easy to make science toys, check out one of my very favorite websites on the internet, www.sciencetoymaker.org . Former teacher Slater Harrison has put together a wonderful collection of activities, mostly using nothing but recyclable materials.
Below is a video showing our beginning efforts at Air Surfing. There is also a short video I made showing how simple it can be to make a "Tumblewing" glider from a sheet of phone-book paper.
In the beginning stages, students walk behind the glider with a large flat pasteboard to deflect air up toward the glider. When we reach more advance levels, some students will fly their gliders using air deflected only from their hands, and perhaps even using air deflected from their forehead!
For more information about Walk-along Gliders and many other fun and easy to make science toys, check out one of my very favorite websites on the internet, www.sciencetoymaker.org . Former teacher Slater Harrison has put together a wonderful collection of activities, mostly using nothing but recyclable materials.
Below is a video showing our beginning efforts at Air Surfing. There is also a short video I made showing how simple it can be to make a "Tumblewing" glider from a sheet of phone-book paper.
Week 7: Airsurfing Part 2- The "Mosquito"
Continuing our 3-week Airsurfing adventure (see www.sciencetoymaker.org) , we first flew some pre-made "Mosquitoes", which are extremely thin styrofoam sheets cut in the shape of hang gliders. Most students found these much easier to fly than last week's projects.
Students then followed directions to build their own Mosquito, including forming the proper "camber" (downward curve) of the leading edge, the upward curve of the tail flaps, and a slight "dihedral" (V-shape).
Here are some views of the results:
Students then followed directions to build their own Mosquito, including forming the proper "camber" (downward curve) of the leading edge, the upward curve of the tail flaps, and a slight "dihedral" (V-shape).
Here are some views of the results:
Week 8: Airsurfing Part 3- "Mama Bug"
We completed our 3-week air surfing project by building and flying the giant Mama Bug gliders (see www.sciencetoymaker.org for directions). This was quite challenging. Although these gliders have tremendous flying ability, they are extremely sensitive to unwanted air currents; and the hallways after school are not exactly calm and quiet, especially with 25 Science Club students all trying to fly at once, and other students and teachers walking back and forth! Still, as you can see in the video below, some students were able to fly their Mama Bug quite successfully, and a few even managed to discard their "board" and fly just with the air rising from their hands, or even foreheads!
Week 9: Stomp Rockets
Another wonderful and inexpensive project from www.sciencetoymaker.org. Each student built two rockets, using paper from discarded magazines. Next they built rocket launchers using PVC pipe and an empty 2-liter bottle. Monday's club wasn't able to go outside due to nasty weather (although there was a bit of stomp rocket combat in the school hallways!) Tuesday's club had beautiful weather, and as the video below shows, rockets were raining down in our courtyard!
I still have some left over supplies, so to any NON-science club students who are interested in trying this: watch the videos below, then see me if you'd like the materials to do it yourself!
I still have some left over supplies, so to any NON-science club students who are interested in trying this: watch the videos below, then see me if you'd like the materials to do it yourself!
In order to make your own rocket fins, download and print the pattern at right. You can trace these fins onto thin cardboard (such as from a cereal or cracker box) before cutting them out.
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Week 10 and 11: Water Rockets
In week 10 the students built launchers for water rockets, based on directions at the Sciencetoymaker website. The rocket is a 2-liter soda bottle, about half filled with water. By pumping air into the launcher, the bottle becomes pressurized, and takes off by spraying a high-speed stream of water out the bottom. As Isaac Newton explained in his 3 Laws of Motion, for every action there is an equal and opposite reaction. Therefore, the more water that leaves the bottle (and the faster it leaves), the higher the rocket will go.
But our students decided that whatever Isaac Newton may say, nobody cares how high these rockets go; on a hot almost-summer day, it's all about getting wet! On the following week, we went outside to enjoy our first very warm spring days, and blasted off several versions of air-pressure and water-fueled rockets. We even learned now to use our water rockets to launch water balloons to incredible heights! A good (and wet) time was had by all!
But our students decided that whatever Isaac Newton may say, nobody cares how high these rockets go; on a hot almost-summer day, it's all about getting wet! On the following week, we went outside to enjoy our first very warm spring days, and blasted off several versions of air-pressure and water-fueled rockets. We even learned now to use our water rockets to launch water balloons to incredible heights! A good (and wet) time was had by all!
Week 12: Giant Bubbles
After a quick break for some ice cream (made with liquid nitrogen), students constructed "Giant Bubble Wands" and we went outside to practice using them. It was really too breezy (especially on Monday) and way too chilly (Tuesday), but the students still had a good time and there were a few successful bubbles, as you can see in the video below.
Keep those bubble-makers handy; we're sure to get some calm, windless days once we get past our rapidly-changing spring weather. It is often calmest in early morning or late evening. Bubbles will last longest on overcast, humid or foggy days.
You can find many good bubble-juice recipes online. Here is one I like to use, and always works well. If you don't need this much, just cut the recipe in half.
When making bubbles, remember to move gently and slowly. This is not the time to be "swinging" your bubble-maker, which would be rather dangerous as well as ineffective! Practice your moves and you'll get good at "closing off" a bubble, and if you can do it with an upward "lift" you can get them to rise up in the air and last a long time!
Keep those bubble-makers handy; we're sure to get some calm, windless days once we get past our rapidly-changing spring weather. It is often calmest in early morning or late evening. Bubbles will last longest on overcast, humid or foggy days.
You can find many good bubble-juice recipes online. Here is one I like to use, and always works well. If you don't need this much, just cut the recipe in half.
- About one cup of dish soap (Dawn or Joy usually work best)
- One gallon of water (mix in soap gently without making it sudsy).
- A few spoonfuls of glycerine or corn syrup. (Glycerine can be found in the pharmacy section of the store, usually near first-aid items.)
When making bubbles, remember to move gently and slowly. This is not the time to be "swinging" your bubble-maker, which would be rather dangerous as well as ineffective! Practice your moves and you'll get good at "closing off" a bubble, and if you can do it with an upward "lift" you can get them to rise up in the air and last a long time!